You are here:

Pre-service Mathematics Teacher Lesson Planning with Online Applets
PROCEEDINGS

, Faculty of Education, University of Western Ontario, Canada ; , Thames Valley District School Board, Canada ; , Faculty of Education, University of Western Ontario, Canada

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Full Text

Abstract

This paper reports on a study of pre-service teachers' pedagogical thinking when using online applets in their lesson planning. The applets used in the study helped facilitate the exploration of mathematical relationships in the areas of linear functions and probability with one and two dice. For most pre-service teachers, the applets did not serve as pedagogical models for lesson planning. Rather, how the applets were used (or not used) seemed to be mostly affected by the pedagogical models that pre-service teachers brought to the lesson planning task. These models varied depending on the lesson-planning task.

Citation

Gadanidis, G., Gadanidis, J. & Schindler, K. (2003). Pre-service Mathematics Teacher Lesson Planning with Online Applets. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2892-2895). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2020 from .

Keywords

References

View References & Citations Map
  1. Borba, M. & Villarreal, M. (1998). Graphing calculators and the reorganization of thinking: The transition from functions to derivative. In Proceedings of the 22nd Psychology of Mathematics Education Conference (Volume 2, pp. 136-143), Stellenbosch, South Africa.
  2. Cohen, D.K., & Ball, D.L. (1990). Relations between policy and practice: A commentary. Educational Evaluation and Policy Analysis, 12(3), 331-338.
  3. Confrey, J. (1993). The role of technology in reconceprualizing functions and algebra. In Becker, J.R. & Pence, B.J. (Eds.) Proceedings of the XV Psychology of Mathematics Education– NA (Vol. I, pp. 47-74). San Jose,
  4. Gadanidis, G. (2001), Web-based multimedia activities as pedagogical models. Asian Technology Conference in Mathematics (223-232). Melbourne, Australia: RMIT University.
  5. Gadanidis, G., Graham, L., McDougall, D., Roulet, J. (2002). Mathematics online: Visions and opportunities, issues and challenges, and recommendations (A White Paper). The Fields Institute for Research in Mathematical Sciences, Toronto. Gadanidis, G. (October 2002). The effect of interactive applets in mathematics teaching. E-Learn 2002-World Conference on E-Learning inCorporate, Government, Healthcare, and Higher Education (pp. 1481-1484).
  6. Levy, P. (1993). As technologias da inteligencia. O futuro do pensamento na era da nformatica, trad. C.I. DaCosta. Sao Paulo, Editoria 34. (Traducao de Les Technologies de l’Intelligence.) Quoted in M. Villarreal (2000). Mathematical thinking and intellectual technologies: The visual and the algebraic. For the Learning of Mathematics, 20(2), 2-7.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.